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BSc Home Science Nutrition Assessment and Education and Skills for Creative Expression Syllabus - Mumbai University 2026

This is the Semester 1 syllabus under NEP 2020, in force from the academic year 2024-25. The University still examines the earlier Choice Based papers alongside it — her third-year timetables name that scheme — so check which scheme your exam form names before you revise.

Nutrition Assessment and Education and Skills for Creative Expression Syllabus.pdf
Skill enhancement course · Semester 1 · First Year · 2 credits

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Syllabus for Nutrition Assessment and Education and Skills for Creative Expression

Skill enhancement course · Semester 1 · First Year · 2 credits

The University has not published this Semester I and II syllabus herself — it is not in her online catalogue, in her circulars, or in any archived copy of her own site. This is the copy published by the College of Home Science Nirmala Niketan, the one college affiliated to the University for this degree. It is set on the University’s own template, names her ladder of awards and cites her Government Resolution of 20 April 2023, and it takes effect from the academic year 2024-25 — but it carries no Academic Council item number, so unlike every other page of this syllabus it cannot be cited to one. Confirm it against your college notice before you revise.

Module I: Nutrition Assessment and Education

  • i A. Nutritional Assessment – ABCD Approach
  • i Weight and height measurement for infants, children and adults.
  • ii Assessment of clinical signs and symptoms of different macronutrient and micronutrient deficiencies.
  • iii Dietary Assessment – Diet recall and Food Frequency Questionnaire
  • iv Biochemical Assessments used and its interpretation – Complete Blood Count, Hemoglobin, Urine analysis, Glucose, lipids and protein profiles
  • v Basic Fitness Assessments
  • ii B. Nutrition and Health Education
  • i Development of various tools for Nutritional Education such as -Power point, short films, puppets (finger, glove, body puppets, cardboard, paper, etc.)
  • ii Preparation of visual aids like flashcards, brochures, pamphlets, charts, etc.
  • iii Developing techniques like skits, role play, street plays, demonstrations, songs, etc.
  • iv Reading Nutrition labels

Module II: Introduction to Creative Expression with Music, Movement and Rhythm (Objective of the printed in the syllabus as Module 2 A

  • activity, material used, procedure, handy tips or dos and don’ts, benefits, teacher’s role etc.)
  • i Introduction to creative expression with music, movement drama and puppets: importance of music, movement drama and puppets in early years; benefits of music, movement drama and puppets for promoting overall development; role of teacher in using these methods.
  • Making teaching interesting and engaging children through these methods.
  • ii Creative expression with Music and Rhythm: What Are the terms used in Music and Rhythm (such as, songs, rhythm, tempo, pitch, lyrics, mood etc.); importance of musical instrument and used for creative resources, materials to make musical instrument.
  • Selection and choice of songs; teaching a song; deciding to select songs; types of songs; action songs, number songs, finger songs, story or concept songs; traditional and folksongs; festival and marching songs etc. making a song, with tune pitch and appropriate words for developmentally appropriate age group and using instruments.
  • iii Creative expression with Movement: What is movement activities? Planning movement activities. Kind of movement activities gross and fine movements; conducting movement activities Fundamental movement skills are categorized as:
  • locomotor skills like crawling, walking, running, galloping, skipping, jumping
  • balance skills like climbing, bending, rolling, turning, stretching, twisting.
  • manipulation skills like throwing, catching, kicking and bouncing which are often called ‘ball skills’ Activities will include: Running, Jumping; Galloping; Skipping; Throwing and catching; Balance skills such as Climbing, bending, rolling, turning, stretching, and twisting; Manipulation skills]

Module III: Introduction to Creative expression with Puppets, Drama and Role/ Street Play (Objective of the printed in the syllabus as Module 2 B

  • activity, material used, procedure, hints or dos and don’ts, benefits, teacher’s role etc.)
  • i Creative expression with Puppets: meaning and origin of Puppets: Puppets and its types; Main elements of puppetry; Materials used to make puppets; Use of puppetry in education; Puppetry in therapy and counselling. Learn how to make Puppets (stick puppet; finger puppet; glove puppet; etc); Process of planning, writing a script and dialogues for various characters; handling puppets and do’s and don’ts; Understand the steps of planning and implementing a Puppet show.
  • ii Creative expression with Drama and Role/ Street Play: Introduction to various elements of drama – Theme, Plot, Character, Diction, Song, Thought, Spectacle and their functions Unit II: Detailed Study of Plot, Character and Diction with reference to various types of drama – Tragedy, Comedy, Melodrama, Farce and Tragicomedy Natak and Prakarna Detailed Study of Plot, Character and Diction with reference to various isms – Classicism, Romanticism, Naturalism, Realism, Symbolism, Expressionism, Existentialism, etc Technique of Playwriting: Developing a theme: Story-making: Plot Building, Visualization of the Script, Acting Techniques and Methods Use of Space: Exploitation of space through Body and Movement, Special relationship between characters. Space orientation for the Stage and the Camera Use of Tempo: Simple and complex uses of acting Tempo. Use of Voice: Volume, Pitch. Scale. Stress. Pause. Inflexion. Pronunciation. Modulation. Intonation. Use of Expression: Facial and Bodily

References

  • Amin, R. (1997). Learning for life…from birth to five. Nurturing the growing child. Mumbai: Books for Change.
  • Aronoff, M. (2005). Puppetry as a therapeutic medium: An introduction. In M. Bernier & J. O'Hare (Eds.), Puppetry in education and therapy (pp. 117–124). Bloomington, Indiana: Author house.
  • Bamji, M. S, Rao, N.P and Reddy, V. Text Book of Human Nutrition; 2009; Oxford & IBH Publishing Co. Pvt. Ltd.
  • Barbour, S.(1993) Early Childhood Education An Introduction ( 2 nd ed)
  • Belfiore, C. (2013). Puppets Talk, Children Listen. How puppets are effective teaching aids for kids. TEACH Magazine, Jan/Feb 2013, 9–11.
  • Bennett, R. (2002). Teaching Reading with Puppets. ERIC Document Reproduction Service.
  • Brewe. J (1998) Introduction To Early Childhood Education Preschool Through Primary Grade (3 rd ed)
  • Çaganaga, Ç., & Kalmiş, A. (2015). The Role of Puppets in Kindergarten Education in Cyprus. Open Access Library Journal, 2, 1–9.
  • Catron, C., & Allen, J. (1993). Early childhood curriculum. New York: Macmillan.
  • Children’s Christian Fund. (1994). Early childhood care and development (0 to 6 years). Trainers’ manual. India: Author.
  • Currell, D. 1992. Puppets and Puppet Making. London: New Burlington Books.
  • Dopyera, M., & Dopyera, J. (1993). Becoming a teacher of young children. New York: McGraw Hill.
  • Early Childhood Education And. Development, Parikrama- The Circle of Learning, 2014. https://eca-
  • aper.org/publications/
  • Essa E.L (2003) Introduction To Early Childhood Education ( 4 th ed)
  • Gestwicki C (1999) Developmentally Appropriate Practices Curriculum And Development In Early Education ( 2 nd
  • ed)
  • Hackling, M., Smith, P. & Murcia, K. (2011). Enhancing classroom discourse in primary science: The Puppets Project. Teaching Science, 57(2), 18–25.
  • Jain, P.et.al. Poshan Svaswasthya Ke Mool Siddhant (Hindi); First Ed; 2007; Academic Pratibha.
  • Kaul, V. (1991). Early childhood education programme. New Delhi: NCERT.
  • Kohn, Ruth (1984) Exploring child Ruth Kohn. By:. Publisher: New Delhi Orient Longman 1972. Description: 196
  • p 23 cm Leeper. S Witherspoon. R(1984) Good Schools For Young Children Mudambi, S. R and Rajagopal, M.V. Fundamentals of Foods, Nutrition and Diet Therapy; 2012; New Age International Publishers. Sharma, S, Wadhwa, A. Nutrition in the Community- A text book; 2003; Elite Publishing House Pvt. Ltd. Srilakshmi, B. Dietetics; 2012; New Age International (P) Ltd. Luckenbill, J. (2013). Circle Time Puppets. Teaching Social Skills. Teaching Young Children, 4(4), 9–11. NCERT. (1996). Minimum specifications for preschools. New Delhi: Author. Remer, R., & Tzuriel, D. (2015). "I Teach Better with the Puppet" – Use of Puppet as a Mediating Tool in Kindergarten Education – an Evaluation. American Journal of Educational Research, 3(3), 356–365. Renfro, N. (1984). Puppetry, Language, and the Special Child. Austin: N. Renfro Studios. Sebastian, P. (1986). Handle with care--A guide to early childhood administration. Melbourne: AE Press. Sinclair, A. 1995. The Puppetry Handbook. Castlemaine: Richard Lee Publishing. UG Under NEP 2020 B.Sc. Home Science Level 4.5 Swaminathan, M. (1998). The first five years—A critical perspective on early childhood care and education in India. New Delhi: Sage. Teachers Handbook for Preparatory Education (e booklet)https://eca-aper.org/learn/handbook-on-teaching-learning- resources-for-balwadi-anganwadi-teachers/

Reproduced from the University of Mumbai syllabus for B.Sc. (Home Science) under NEP 2020, in force from the academic year 2024-25. Wording is as printed in that syllabus. Modules are numbered in sequence here; in the syllabus itself, Module II is printed as Module 2 A; Module III is printed as Module 2 B. The PDF above is the syllabus's own page, unaltered.

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